1. Add your completed resume to your three-ring binder/Senior project. 2. Ask one teacher to create a recommendation for you; give that student a copy of your resume so that they know your GPA and activities. Place info in your three-ring binder/Senior project. 3. Write a thank you leter.
Rationale Arthur Miller's The Crucible fits in with the theme of "Rights and Responsibilities." While Nothing but the Truth touches on freedom of expression as a right that must be protected, The Crucible challenges the students to think of protecting and respecting the rights of others as a part of citizenship and to ensure social justice for others as well. In the play, John Proctor and the Reverend Hale find that personal choices and responsibility are strongly interconnected. The play is a classic that appeals to students of all ability levels. Many students make personal connections with the girls who call out "Witch!" These girls have no status in the village, but when they are sought out as members of the court they attain the status of modern day celebrities. Many students make the connection between Abigail from The Crucible and Philip from Nothing but the Truth. Both are trying to avoid trouble and lie to do it. In the lie comes tragedy. They are not able to control the lie, and its consequences for innocent people. Others take on the lie for their own personal gain.
17th century Puritan New England: the witchcraft scare; Colonial period language; Salem Witch Trials; Overall rating: Avg.The word crucible comes from the Latin word for “cross.” A crucible is any pot made of material strong enough to withstand the intense heat necessary to melt down metals. Crucible also means, “a severe trial or test.” In 1643, the four colonies of New England-Plymouth, Massachusetts, Connecticut, and Rhode Island formed a confederation called the United Colonies of New England. Each was the stronghold of a different religious body. The Plymouth Puritans were separatists who wanted a break from the Church of England. The Massachusetts Puritans were not separatist, but were still extremely conservative. Connecticut was governed by a Presbyterian system, while Rhode Island was home to Quakers, Anabaptists, and other free thinkers.In 1660, Puritan Oliver Cromwell’s reign over England came to an end with the restoration of the monarchy and the coronation of the Roman Catholic Charles II. Charles revoked the charters that guaranteed the American colonies self-government. This alarmed the Puritans on both economic and religious grounds; they wanted no interference with profitable trade or with their systems of religion. This halt in colonial self-government would eventually lead to the American Revolution of the late 1700s. This resentment of authority was mirrored in the gradual changes to the Puritan system that finally erupted n the witchcraft trials.Between 1662 and 1676, conflicts between the Indians and the Europeans escalated. In 1676, the all-out war known as King Phillp’s War (“King Philip” was a Wampanoag chief whose Indian name was Metacomet) broke out between them. Many on both sides were killed.The Salem withcraft trials grew out of this climate of unrest and fear of enemies attacking from all sides—the English king eroding colonial rights, Native Americans trying to repossess their land, and liberal factions with the church seeking to ease standards for membership.
http://www.corestandards.org/LANGUAGE ARTS STANDARDS"Recognize and identify how authors clarify meanings of words through context and use definition, restatement, example, comparison, contrast and cause and effect to advance word study.""Recognize characteristics of subgenres including satire, parody and allegory and explain how choice of genre affects the expression of a theme or topic."Analyze the characteristics of various literary periods and how the issues influenced the writers of those periodsWriting Lab - work on Crucible Essay: Writing Lab - work on Crucible Essay; Look for information at Newser or Newsweek.com.
Read and annotate expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts
Analyze and interpret texts identifying an author’s purpose and use of rhetorical strategies of language including: syntax, diction, tone, mood, imagery, and detail
Recognize different styles of writing
Pinpoint tactics of argument such as classic use of the appeals ethos, pathos, and logos, as well as bathos and fallacy
Analyze and understand the components of argument and be able to evaluate, analyze, and synthesize information from several viewpoints
Develop a wide vocabulary in order to assist in understanding of texts and create a more powerful arsenal of diction for their own writing
Develop a writing voice that demonstrates a distinctive command over the conventions of English Language
Show an exemplary level of maturity in personal written work as well as class discussion
Create a “bullet-proof” composition in which evidentiary support is appropriately displayed after a step-by-step process has been discussed
Develop an expertise in the area of research and data collection in accordance with the Modern Language Association (MLA) format for writing and source citation (through use of the library and example from published works)
Written practice of each rhetorical mode: narration, description, process analysis, example, definition, classification, comparison/contrast, cause/effect, and argument/persuasion
1. Compare and contrast the Salem Witch Trials and McCarthyism.2. Understand the living conditions in Massachusetts in the 1700s.3. Examine the dynamics of Puritanism in 1692
Theme of e pluribus unum: The search by contemprary journalist for principals on which they can take a common stand
Keep a reading journal in which you note the following:**http://records.viu.ca/~johnstoi/arguments/argument1.htm**.* Meaning, purpose, effect of the piece, i.e. what is the argument; what is the purpose; what point is the author trying to make; how is the author supporting it?
Rhetorical strategies, i.e. organization, DIDLS and SOAPS
1022k - Adobe PDF - View as htmlTerms – APEnglish Language and Composition. These terms should be of use to you in ... For the AP exam, you should be able to describe an author's diction ... teachers.sduhsd.k12.ca.us/ ppennock/AP Resource Packet.pdf
Crucible Outline Template "A play is made by sensing how the forces in life simulate ignorance — you set free the concealed irony, the deadly joke."- Arthur Miller
What we'll read
His play depicting the Salem witch trials, called The Crucible (p. 1233).
ex - the need for the accused to confess falsely rather than defend themselves in order to be approved
by conveying clear alternative values (a clear sense of what is good and what is bad)
in this case, particularly through characterization
Your final task will be asked two questions that directly relate to those goals.
How does a writer craft a satire?
Please explain in a paragraph what elements a writer needs to include in order to write an effective satire. In your explanation, be sure to define what a satire is.
How did Arthur Miller craft The Crucible as a satire?
Please explain in a paragraph or two how Miller specifically made The Crucible a satire. Please use specific examples from the play (at least three) to help you explain this.
McCarthyism
We head to the library for you to research this topic, as it was the inspiration and real target of Miller's satire. Research McCarthyism, the Red Scare, Senator Joseph McCarthy, anti-communism, House of Un-American Activities, and see what you can find. Summarize one article you read using our summary sheet.
The Crucible Lesson Plan.doc
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Witch Child by Celia ReesThe Official Witch Child Web Site
About Celia Rees
About the setting
Witch Child on line quiz
Article about the novel
Eliza's Secret Journal-Writing Assignment
The Crucible by Arthur Miller
Understanding "The Crucible"- A Research Guide for Students
About Arthur Milller
Salem Witch Trials - Chronology of Events
Study Guide Questions
Act 1
Act 2
Act 3
Act 4
Arthur Miller Trivia
Rationale
Arthur Miller's The Crucible fits in with the theme of "Rights and Responsibilities." While Nothing but the Truth touches on freedom of expression as a right that must be protected, The Crucible challenges the students to think of protecting and respecting the rights of others as a part of citizenship and to ensure social justice for others as well. In the play, John Proctor and the Reverend Hale find that personal choices and responsibility are strongly interconnected. The play is a classic that appeals to students of all ability levels. Many students make personal connections with the girls who call out "Witch!" These girls have no status in the village, but when they are sought out as members of the court they attain the status of modern day celebrities. Many students make the connection between Abigail from The Crucible and Philip from Nothing but the Truth. Both are trying to avoid trouble and lie to do it. In the lie comes tragedy. They are not able to control the lie, and its consequences for innocent people. Others take on the lie for their own personal gain.
- Read and annotate expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts
- Analyze and interpret texts identifying an author’s purpose and use of rhetorical strategies of language including: syntax, diction, tone, mood, imagery, and detail
- Recognize different styles of writing
- Pinpoint tactics of argument such as classic use of the appeals ethos, pathos, and logos, as well as bathos and fallacy
- Analyze and understand the components of argument and be able to evaluate, analyze, and synthesize information from several viewpoints
- Develop a wide vocabulary in order to assist in understanding of texts and create a more powerful arsenal of diction for their own writing
- Develop a writing voice that demonstrates a distinctive command over the conventions of English Language
- Show an exemplary level of maturity in personal written work as well as class discussion
- Create a “bullet-proof” composition in which evidentiary support is appropriately displayed after a step-by-step process has been discussed
- Develop an expertise in the area of research and data collection in accordance with the Modern Language Association (MLA) format for writing and source citation (through use of the library and example from published works)
- Written practice of each rhetorical mode: narration, description, process analysis, example, definition, classification, comparison/contrast, cause/effect, and argument/persuasion
Exploring Expository Writing/Historical Context: Puritan Religion and Beliefs:http://records.viu.ca/~johnstoi/arguments/argument1.htm.//Exploring Expository Writing// Sample//Characterization// Sample//Irony// Sample//Word Roots// Sample Crucible Vocabulary PowerPoint- Describe the importance of religion to the characters of this play.
- What caused the belief that witchcraft was in Salem?
- Why is Tituba a necessary character in this play?
- Why does Mrs. Putnam believe there are witches in Salem?
- Explain the political relationship between Putnam and the Nurse family.
- What effect does Rebecca have on Betty?
- What is Rebecca’s explanation for the girls’ behavior?
- What is Proctor’s reason for not regularly attending church?
Questions over Act II- Why has Mary Warren disobeyed her employers and gone to Salem?
- What did Abigail Williams reveal to John Proctor?
- Why hasn’t John told the court what he knows?
- What lie does John Proctor tell Elizabeth that makes her more suspicious of him?
- What news does Mary Warren reveal to John and Elizabeth about the trials?
- How does Mary Warren behave towards her employers?
- How does Elizabeth react when she discovers she has been accused of witchcraft?
- What does Elizabeth ask John to do when she discovers she has been accused of witchcraft?
- Why does Reverend Hale visit the Proctors?
- How does John Proctor respond to questions about why he has not been attending church?
- What does Reverend Hale ask John Proctor to do?
- What news does Giles Corey reveal to the Proctors and Reverend Hale?
- Explain why Cheever is astonished and afraid when he finds the poppet with the needle in it.
- What does John ask Mary Warren to do?
- Why is Mary Warren so afraid to do what John asks?
- What does John decide to do about testifying?
Questions over Act III- As this act opens, what accusation does Giles Corey make?
- What news do we learn about Rebecca Nurse?
- When John Proctor arrives at court with Mary Warren, of what does Reverend Parris accuse him?
- What proof does Giles Corey have that Putnam is “reaching out for land”?
- What happens to Giles Corey?
- When Mary Warren says she pretended to faint in court, was is she asked to do?
- What is the result?
- What does Abigail do when suspicion falls that she may be pretending?
- What does John do to discredit Abigail?
- How does Danforth react?
- What does Hale do when Proctor is arrested?
Questions over Act III- Rhetorical strategies, i.e. organization, DIDLS and SOAPS
I suggest that you write a rhetorical précis once the journaling is completed for each article.Background Info and Assignments:Act I CharacterizationAct I - What do the characters want? CHARTHomework Mock AP TestEveryday Use Rhetoric At Work in Reading and Writing 17 questions (pages chapter 1)Crucible Fill in ReviewCrucible Geometric Character AnalysisCrucible Test Review PowerPointCrucible Jeopardy Review Games: #1 #2Research Project Information:Research Project Handout (Wrongly Accused and Literary Analysis)Research Project Microsoft Publisher TEMPLATEMy Character Space TemplateWrongly Accused PowerPointCasey Anthony "Wrongly" Accused Practice ArticlesExample Wrongly Accused Chronicles (Tituba and Casey Anthony)Literary Analysis PowerPointExample Literary Analysis PaperResearch Project Grading Rubric (4 test grades)Graphic T-shirt for Characters HandoutMy Character Space Handout
Color Meaning PPT
My Character Space Template
The Court. What did they see? Abigail. Tituba. Elizabeth Proctor. John and Elizabeth. But, what really makes The so special===The Scarlet Letter & The Crucible Unit Cover Page===
http://www.angelfire.com/mi2/theteach/Research/page11.html
- The Crucible actual slide show
resumecv.doc
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Resume.NIC1.doc
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resumepresentation.ppt
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- PDF] ===Terms
**AP** **English** Language and Composition===
1022k - Adobe PDF - View as htmlTerms – AP English Language and Composition. These terms should be of use to you in ... For the AP exam, you should be able to describe an author's diction ...teachers.sduhsd.k12.ca.us/ ppennock/AP Resource Packet.pdf
"A play is made by sensing how the forces in life simulate ignorance — you set free the concealed irony, the deadly joke."- Arthur Miller
What we'll read
Our driving question
- How is a satirecrafted and expressed?
- by being relate-able to the critiqued situation
- Often, with a certain distance
- thus, the morbid irony of the play
- ex - the need for the accused to confess falsely rather than defend themselves in order to be approved
- by conveying clear alternative values (a clear sense of what is good and what is bad)
- in this case, particularly through characterization
Your final task will be asked two questions that directly relate to those goals.McCarthyism
Assignments
More on Miller
More on The Crucible